Bromham CofE Primary SchoolReading
How do we teach Reading?
Reading Intent:
Reading is the foundation of all learning and knowledge, and at Bromham we believe on building on strong foundations. At Bromham Primary School, our aim is for every child to become a fluent reader. We want children to become fluent readers in order for them to reach age related expectations or make accelerated progress from their starting point. As well as this we want children to develop a love for reading and read for pleasure on a regular basis.
Our curriculum is designed around the needs of the pupils in our school and there are a variety of approaches to enable the pupils to make good progress.
The aims of teaching reading in our school are to develop pupils who:
• show high levels of achievement and exhibit very positive attitudes towards reading;
• rapidly acquire a secure knowledge of letters and sounds and make sustained progress in learning to read fluently;
• read easily and fluently with good understanding across all subjects;
• acquire a wider vocabulary;
• develop a love of reading, so that children read for pleasure both at home and school on a regular basis;
• through their reading, develop culturally, emotionally, intellectually, socially and spiritually;
• develop good comprehension drawing from their linguistic knowledge.
Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers
Any children with an additional need in Reading will have lessons adapted to support their access to the curriculum, dependant on their need. In addition, groups of children will receive extra lessons or learning support to help them to be able to read easily and fluently. For example, the Herts for Learning Reading Fluency interventions. As well as this, every Reading lesson provides the children with a range of opportunities to achieve as highly as they can.
In reading, every pupil will leave with:
Key skills and qualities
• Be able to decode and recode accurately and consistently.
• Have a curious approach to reading.
• See importance and enjoy reading for pleasure.
• Be able to make accurate and relevant predictions, based on evidence from the text.
• Infer messages and themes in texts through secure comprehension.
• Be able to understand and effectively use a broad range of vocabulary.
• Be able to read aloud fluently and confidently
A Bromham reader will have the enthusiasm to choose a book they believe they will enjoy and read for pleasure. The adventurous vocabulary they learn from reading will be implemented into their everyday vocabulary and be noticeable in all areas of the curriculum. Bromham readers will be able to make connections between what they read, not only to the rest of the curriculum, but also the wider world.
Implementation:
Children at Bromham Primary are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Our core texts for reading fuel pupils’ imagination and open up a treasury of wonder and joy for curious young minds. They showcase the best of great authors through time as well as representing our diverse, multinational community. The CLUSP curriculum we use aligns our learning in Science, Art, History and Geography with our reading, which encourages connections between subjects and provides meaningful context. For example, in Spring term, year 6 read All Aboard the Empire Windrush, which build strong links to the topic of the Windrush generation which is covered in History during the same term. This knowledge-rich curriculum works in tandem with our phonics programme in Key Stage 1, and children move from individual to small group to whole class reading as they progress through the school. We are ambitious for all children without exception to be readers!
Our school follows the Sounds Write phonics programme from reception right through to KS2. When the children have completed the phonics programme at the end of KS1 they will then continue to look at spelling and decoding strategies through the same programme – this involves looking at decoding words polysyllabically.
In Key Stage 1, phonics is timetabled from Monday to Friday and lasts for 30 minutes each day. Within each phonics session children are encouraged to learn the sounds, build the words and build sentences encompassing the learnt sounds/words. Interventions are used daily for Key Stage 1 pupils who need the additional overlearning to read and write. In addition, any child in years 3 and 4 who have not passed the phonics screener by the end of year 2 continue to receive these interventions to help with their reading fluency.
When children first become readers, they have access to sounds write books; when the children have become secure with the phonics programme, they move onto our Accelerated Reader programme from the end of year 1.
A Star test is completed as a baseline and then repeated every 6 weeks which will give teachers the child’s Zone of Proximal Development (ZPD). Children read books from our library within their ZPD and then quiz after each book. The children are able to quiz both at home and school.
The CUSP reading curriculum is designed to expose children to a breadth of texts during their time at Bromham. These texts are specifically chosen to provide an education including: strong female characters; cover texts and books written by BAME authors or protagonists; specific social, ethical, and moral issues; and heritage texts.
At Bromham, we use the CUSP curriculum for our reading lessons. In each year group, the texts build connections to other areas of the CUSP curriculum; as CUSP is used in other subjects, these links are strong..
In KS1, reading lessons are taught on a two week rota of twice one week, three times the following week. This allows time for phonics to be the focus. We understand that the language, and therefore the reading of language, needs to be acquired sequentially, so having solid phonetic knowledge will aid reading.
In KS2, reading lessons are taught daily.
Reading in our school is progressive and planned to meet the needs of all children. Assessments are carried out regularly to ensure children are accessing books of the right level and are being challenged in their reading. At the same time, we provide books to ensure that children read for pleasure and learn to love reading.
If children are keeping up with the curriculum, they are deemed to be making expected or more than expected progress. In addition, we measure the impact of our curriculum through the following methods:
- Phonics assessment;
- Phonics screening results;
- ZPD scores;
- Reading ages given through the AR program
- Summative assessments each term;
- End of Key stage SATs results.
Rationale for organisation:
We have chosen the CUSP curriculum for reading because of the broad range of texts that the children will be exposed to over their years at Bromham. These texts will dive into relevant and topical areas, and, going forward, there will be an option to make a selection from the literature spine of what books will be taught. This will allow for current affairs to be spoken about in a child-friendly way. For example, books and texts based on living with little-to-no money will be included to show how some families are currently struggling with an increased cost of living.
The CUSP curriculum is also designed to create big links across the curriculum. For example, the links between reading and science can be seen with Pigheart Boy being covered in Year 6, linking to the CUSP topic of the circulatory system in science.
Impact:
We aim for all children to leave Bromham Primary being able to read at the expected standard. This will set them up to be as successful as possible, not just in secondary school, but in further education. We aim to create confident, passionate, and enthusiastic readers, who want to read, both for education and for pleasure.
Impact is measured every day by class teachers through formative assessment. Children will self-mark their work, but the teacher will circulate the classroom to live mark and provide feedback.
Learning walks are undertaken by the subject lead, dropping into classes to observe reading being taught. Professional feedback is then given via dialogue between teachers, with the aim of best supporting teachers in teaching reading.
Pupil books studies are used, allowing children the opportunities to discuss their learning and recall parts of the unit.
Core Reading Texts
literature spine overview .pdf
cusp structures storytime long term overview.pdf
Thematic Mapping of Texts
clusp literature spine thematic mapping v2 3.pdf
